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This is from my talk at AAPT 2011 Physics education researchers often develop materials for classroom use. Instructors then choose which of those materials they would like to implement. We present a case study of University of Colorado’s transformed junior E&M course. After the transformation work in Sp/Fa 2008, 4 subsequent instructors of this course decided which materials – such as tutorials, clicker questions, or use of documented student difficulties – to use. Based on detailed interviews of those instructors, we examine what was and was not sustained, and discuss aspects of the course materials that enabled sustainability across instructors. We also present examples of less successful implementation that provide useful feedback on the use of PER-based resources – both for educational researchers and for the instructors making use of these instructional techniques.
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Adopt, adapt or abandon?Instructors’ Decisions to use
Research-Based Materials
Stephanie Chasteen Rachel Pepper, Steven Pollock, Katherine Perkins
Science Education InitiativeUniversity of Colorado - Boulder
PER at ColoradoFaculty:
Melissa DancyMichael DubsonNoah FinkelsteinValerie OteroKathy PerkinsSteven PollockCarl Wieman (on leave)
Postdocs/ Scientists: Charles BailyDanny CaballeroStephanie ChasteenJulia ChamberlainKelly LancasterLaurel MayhewEmily MooreAriel PaulRachel PepperNoah PodolefskyBenjamin Zwickl
Grad Students:Stephanie Barr Kara GrayLauren Kost-Smith (PhD May 11)May LeeMike RossBen SpikeBen Van DusenBethany Wilcox
Teachers / Partners / Staff:Shelly BelleauJackie Elser, Trish Loeblein Susan M. Nicholson-DykstraSara SeverenceEmily QuintyMindy Gratny, Kate KidderJohn Blanco, Sam ReidChris Malley, Jon OlsonOliver Nix, Nina Zabolotnaya
Background
• Transformed first-semester of junior E&M‣ Learning Goals
‣ Concept Tests / Clicker Questions
‣ Student Difficulties
‣ Tutorials
‣ Modified Homework
• Created digital course archives (www.colorado.edu/sei)
• Developed conceptual diagnostic, the CUE
Image copyright Vadim Plessky
Rigorous Documentation
• Tracked use of materials
• Tracked student demographics
• Observed classrooms
• Analyzed student attitude/feedback surveys
• Interviewed instructors
Image copyright Vadim Plessky
We will provide the main outcomes of a variety of systematic analyses:
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KL;E=M;#(58.2 +/- 1.4%)
N = 488
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The materials work
Instructors use the materials
3 out of 5 instructors choose
to use
Factors aiding transfer
• Departmental culture & support• Faculty buy-in• Staff support• A-la-carte course archive• Co-seminar tutorials• Instructor positive experience• None refer to CUE data...
But not everyone uses them
2 out of 5 chose not to
use the materials
Factors influencing choice not to use materials
• Less interested in interactive techniques• Had previously-developed course
materials = time and ego investment!
Learning sustained across institution & instructor
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CU
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Non-CU What issues are important in
implementation?
• Instructor attention to course and upper-division student difficulties
• Student buy-in• Implementation fidelity
So what?Course materials were used, and used successfully,
by many instructors at various institutions.Yay! but...
How it is implemented
matters
External support structures influence instructor decisions
Instructor beliefs and experience influence their
decisionsOur inclination to “put the materials out there” for instructor use is, at least
somewhat, naive. Targeting of friendly or new faculty, and continued support, is important.
Details in PERC 2011 paper -- raise your hand if you want a copy [email protected]
![Abandon Statistical Significancegelman/research/published/abandon_final.… · arXiv:submit/2390223 [stat.ME] 8 Sep 2018 Abandon Statistical Significance Forthcoming in The American](https://img.pdfslide.us/doc/110x75/5f9f282442cab628925b3d40/abandon-statistical-signii-gelmanresearchpublishedabandonfinal-arxivsubmit2390223.jpg)
